Sunday, December 26, 2010

A Description of T. Jefferson

“Jefferson personified [the] revolutionary transformation... Yet Jefferson himself was the most unlikely of popular radicals. He was a well-connected and highly cultivated Southern landowner who never had to scramble for his position in Virginia. The wealth and leisure that made possible his great contributions to liberty and democracy were supported by the labor of hundreds of slaves. He was tall -- six feet two or three -- and gangling, with a reddish freckled complexion, bright hazel eyes, and copper-colored hair, which he tended to wear unpowdered in a queue. Unlike his fellow Revolutionary John Adams, whom he both fought and befriended for fifty years, he was reserved, self-possessed, and incurably optimistic, sometimes to the point of quixoticism. Although the could be shrewd and practical, his sense of the future was sometimes skewed. As late as 1806, for example, he believed that Norfolk, Virginia, would soon surpass New York as a great commercial city and would probably in time become ‘the greatest sea-port in the United States, New Orleans perhaps excepted.’ He disliked personal controversy and was always charming in face-to-face relations with both friends and enemies. But at a distance he could hate, and thus many of his opponents concluded that he was two-faced and duplicitous. 
He was undoubtedly complicated. He mingled in the loftiest visions with astute backroom politicking. He spared himself nothing and was a compulsive shopper, yet he extolled the simple yeoman farmer who was free from the lures of the marketplace. He hated the obsessive money-making the proliferating banks, and the liberal capitalistic world that emerged in the Northern states in the early nineteenth century, but no one in America did more to bring that world about. Although he kept the most tidy and meticulous accounts of his daily transactions, he never added up his profits and losses. He thought public debts were the curse of a healthy state, yet his private debts kept mounting as he borrowed and borrowed again to meet his rising expenditures. He was a sophisticated man of the world who loved no place better than his remote mountaintop home in Virginia. This slaveholding aristocrat ended up becoming the most important apostle for liberty and democracy in American history.”

From, Gordon S. Wood, Empire of Liberty: A History of the Early Republic, 1789-1815. Oxford University Press, 2009, pp. 277-278.

Thursday, December 9, 2010

Fall Semester REVIEW 2010

Apush Final Exam Review (part I)
Here is a list of some of the majority of the topics to be covered on the objective section of the final exam! Check back to this page throughout the weekend as the Exam gets "tweeked."


Essay Questions-

  • Beginning in 1763, American colonists faced a series of conflicts that lead to the break with Great Britain. Discuss these crises, stressing the role of each in the growth of the independence movement.
  • What problems did the United States face in the West during the 1790's? How did President Washington deal with them?
  • What economic policies did Alexander Hamilton implement? What purpose did they serve?
  • Creating the United States Constitution was accomplished through a series of compromises. Explain three such compromises.
 Ways Captain John Smith helped Jamestown
John Rolfe
The "headright" system
Freedom of religion in which colony?
Factors leading to Bacon's Rebellion?
Significance of Bacon's Rebellion
Economies of the Caribbean islands
African slaves vs. indentured servants
The first governor of the Massachusetts Bay colony
Anne Hutchinson's reason for exile
Characteristics of the Restoration colonies
The overthrow of James II in the Glorious Revolution affected the colonies in which way?
During the seventeenth century, at least three-fourths of the immigrants who came to the Chesapeake region…
The mid-1690s marked a turning point in the history of the black population in America because…?
Historian Edmund S. Morgan argued that the institutionalization of African slavery in America reflected…what?
The most numerous of the non-English immigrants were…?
Conditions were good in PA for agricultural because...?
A common problem in American commerce in the seventeenth century
The functions of an colonial American city
Reasons for the decline of piety in colonial America
The Great Awakening
Purpose of the Albany Conference (1754)
Reason(s) for the English decision to reorganize the British Empire after 1763
Feeling by the colonists after the French and Indian War
Problem facing the Brit. gov’t after the French &  Indian War
The purpose of the Proclamation Line of 1763
British colonial policies after 1763
The Sugar and Stamp acts were designed chiefly to
Colonies main objection tot he Stamp Act
Townshend believed that colonists would not protest his taxes because…
Attempts by the colonies to unify
The objectives of the Committees of Correspondence
The Quebec Act angered colonists because…
American complaints concerning lack of representation made little sense to the English who pointed out that…
The event leading to the passage of the Intolerable Acts
Conditions of the Intolerable Acts
Common Sense about American complaints against…
Advantages British had during the Revolutionary War
Summarize the move for independence by Americans
The Declaration of Independence accomplished…
Which of the following was NOT a step taken by the First Continental Congress?
The First Continental Congress did all of the following EXCEPT
Characteristics of early state constitutions
Successes under the Articles of Confederation
Weaknesses under the Articles
The most significant division in the Constitutional Convention was between:
James Madison's Virginia Plan proposed:
The most important issue left unaddressed when the Constitutional Convention adjourned was:
The Constitution's most distinctive feature was its:
Which major concern did the original constitution not address
The most distinctive feature of the constitution was…
Why did the framers include an Electoral College
The ideologies of A. Hamilton
President Washington and the Whiskey Rebellion
Under the Constitution, the status of the western Indian tribes was
The only real success of Jay’s Treaty
In the election of 1796
Controversies surrounding the election of 1800
  • List the differences and examples between delegated, concurrent and reserved powers
  • List the goals of the "Jefferson Era"
  • Characterize the religious atmosphere during the Jefferson Era
  • And anything else we happen to cover...
  • strict vs. broad construction/interpretation of the Constitution
  • Hamilton's financial plan
  • Reason for the passage of Hamilton's Plan on Public Credit
  • Problems Washington faced during this second term as President
  • Identify the treaties the US entered into with other countries as well as the Native Americans
  • Alien & Sedition Acts
  • Virginia & Kentucky resolutions
  • Locke & Hobbes and the Enlightenment ideas on governing
  • The Connecticut Compromise
  • Concurrent powers of the National and State governments

Sunday, November 28, 2010

Schedule -- Monday, 11/29 through Friday, 12/3

Monday

  • Hand back last test and essay... discuss pros and cons;
  • Continue reviewing the Constitution via, "Explained" covering Article II, the Executive Branch of the government.
If you clink on "Explained" you should be able to access the site.

  • Homework:  
  1. Organize the notes you've taken in class; 
  2. All choose a "founder" and write a summary of their (his) career to present to class
  3.  Divide up the remaining Articles -- 4, 5, 6 and 7
  • All will be due on either Thursday or Friday.
Go to:
http://www.archives.gov/exhibits/charters/constitution_founding_fathers.html

Tuesday

  • Present the class summaries for their "Executive" findings.
  • Begin reviewing the Constitution via, "Explained" (see above) covering Article III, the Judiciary Branch...


Wednesday

  • Finish with all of the three branches of government and then organize the flow of presentations for Thursday and Friday.
Thursday and Friday
  • I will not be in class due to my presence in Portland, OR volunteering at working outside in cold, wet weather, setting up a cross country course.
  • If we cannot determine what is to be done on these two day that I am gone prior, then we are in a big deep or trouble.

Sunday, November 21, 2010

Class Overview for November 22nd through Thanksgiving

Monday and Tuesday -- 11/22-23

We'll spend time looking at this site:

http://www.usconstitution.net/constquick.html

As well as the links that this site provides... before we discover what each group has presented.

This activity will take Monday, as well as Tuesday, since class time is reduced due to it being a half day.

I'll, of course, spend the rest of the weekend grading the tests and reading the essays you took/wrote on Friday (11/19).

Sunday, November 14, 2010

Week's Class and Homework Schedule for November 15th - 19th

On Monday we'll be finishing up the last section in Chapter 5 - "The Search for a New National Government." It is very important to understand how the central government operated under the Articles, as well as being able to identify its weakness (many) and strengths (few, but important!).

At the end of class on Friday, we were just about to look at what is called the Land Ordinance Acts of 1784 and 1785 (Brinkley refers to them as simply "The Ordinances"), and the Northwest Ordinance Act of 1787, which replaces the Land Ordinance Act of 1784, so let's forget about the 1784 Act.

I would like to spend time looking at USGS topographic maps in the effort to illustrate exactly how the 1785 act is very much alive today in the form of "legal descriptions."

Will we then have time to cover the last two subsections, "Indians and the Western Lands" and Debts, Taxes, and Daniel Shays"? Time, literally, will tell.

Homework:

  • Read and take notes on the "Introduction" and "Conclusion" of Chapter 6.
  • In addition, look at the picture of the broadside on p. 161. Do research on identifying who Cincinnatus was and what he had to do with the "Society of Cincinnati."
  • Take notes on subsection, "Advocates of Centralization."
  • Read and understand where historians disagree on the reason for a new constitution for this new nations (pp. 164-165).


Tuesday
Wrap up Chapter 5 as well as introduce Chapter 6, "The Constitution and the New Republic."
Discuss the role of Cincinnatus and what it has to do with the new republic.
Identify the reasons for the desire for a new stronger central government.

Homework:

  • Take notes on subsection, "A Divided Convention,""Compromise" and "The Constitution of 1787."


Wednesday
Discuss the information found in last night's homework --- this is HUGE!

Homework:

The class will divide up into three groups to research the main parts of the:

  • Executive
  • Legislature
  • Judicial

Found in the Constitution (pp. A12-A 22).

Thursday
Group finding presentations.
Review of Friday's Test

Friday
Chapter 5 and limited sections of Chapter 6 TEST

Monday, September 6, 2010

Schedule for the week of Sept 7th-14th

Last Week's Overview
Those who have been paying attention in class, know that I experienced a major computer catastrophe when my hard drive crashed last Sunday night. It seems as though I've been playing catch-up since not backing up the hard drive up (last back up was on July 26th). Much of the week was trying to reconstruct lost docs, on top of learning new software (switching to iwork and ditching Microsoft). This serves as my excuse for not updating last week's assignments.

On Thursday (9/2) we completed Chapter One and moved into Chapter Two, asking all to get started on reading the first couple of subsections ("The Founding of Jamestown," "Reorganization" and "Tobacco."  On Friday I collected the "Significant Event Timelines" then continued with our discussion of Jamestown through "Tobacco" and even into the subsection on "Expansion."

The main themes of Chapter Two are:
1.  The origins and objectives of England's first settlements in the New World.
2.  How and why English colonies differed from one another in purpose and administration.
3.  The problems that arose as colonies matured and expanded, and how colonists attempted to solve them.
4. The impact that events in England had on the development of colonies in British America.


Here's what you can expect for the next week or more...

Tuesday
Finish the section on "Expansion," in addition to finishing the section ("The Early Chesapeake").
Homework: Read (and take notes... this part is "a given") "The Growth of New England," pp. 40-49. We will review this material on Thursday.

Wednesday
I'll be gone from class, therefore you will view and enjoy the film, "Plymouth."

Thursday
Review the reading (from Tuesday's homework) and synthesize with Wednesday's movie.
Homework: Read, "The Restoration Colonies."

Friday
Most likely there will be lose ends to tie up from the section on New England, as well as knowing that the section on the Restoration colonies is somewhat lengthly. That will mean there will be no homework over this weekend. However, you could get started with your "Significant Event Timeline" (due at the end of this chapter).

Monday and Tuesday
I am away both days at a conference.
Check back later in the week for an update...

Sunday, August 22, 2010

Greetings and Introduction to APUSH

All:


Welcome to my APUSH blog. Although I will attempt to update this weekly, feel free to email me anytime with questions, and of course as stated in my syllabus, you are also welcomed to stop by my office during my "office hours."


I felt that last week was a fairly good start to the semester. As I said on our very first day, APUSH is designed to be a rigorous course for the serious student who enjoys history. In addition, I believe that there will be other "exterior" challenges we have to confront and overcome. Such as our classroom which resembles a cave (and lately, a very hot one!). Another challenge is having class directly after lunch. Here's where we should take a lesson for our Latin American neighbors and all take a siesta! Instead, you go to APUSH class... too bad we don't live in a perfect world. There's a few of you who I do see looking as if you're ready for siesta-time. Please continue to fight it! 


In terms of the material we covered last week, our focus on was introducing the text. As mentioned, it is very important to read both the chapter introductions and conclusions (and always TAKE notes). Then go through all the "Significant Events," so at least you're familiarized with some of them (when you are finished the chapter, one assignment will be to briefly describe the specific significance of each event in one sentence, so you might as well get started).


The other important part of the text is to understand it will be your most important tool for the next two years for this class. As a text, it's excellent. I also like the pictures, maps and graphs (which means, so will you!).


Much of this chapter is a review of material you should have been exposed to in your world history class. However, we'll take this same information and teach it in a different context (Americana-centric?).


The week of 8/23-27 will hopefully see us near the end of the this chapter ("The Meeting of Cultures").


In class Monday we'll look use the data projector and look at this site, Homework Now, some other sites, if I can get everything to work correctly. Let me also demonstrate how to set  up the timeline in a word doc using "Tables." 


Hopefully, we'll have time to begin discussing section 2, "Europe Looks Westward" (which was the homework assigned Friday, due Monday (8/23); which is a very long section! If you complete this assignment by tomorrow, then you won't have homework on Tuesday night (unless you choose to stay ahead of the game and get started on section 3, "The Arrival of the English" as well as continue to work on your time line.


Wednesday's discussion will center on completing the information on the Spanish connection, and I will only briefly touch on the subsection, "Africa and America." That night's homework will be to begin section 3.


Thursday's discussion will again make you feel as if you're still world history with the focus characters such as More (which we've touched on, and this spelling is correct of his last name!), John Cabot, Richard Hakluyt (okay, you never discussed him last year), Martin Luther, John Calvin, Queen Elizabeth and many more. This section, like section 2, is a long one, as well as very important. I'm certain it will continue into Friday. However, this first chapter only contains three sections, whereas most of the other chapters will contain four, five and sometimes six chapters. 


No chapter test will be given here at the end. Perhaps a short paper over the weekend, so I may get a sense of your writing style. As we get closer to the end of the week, I'll put the essay topic on this blog.


Here's to a great upcoming week... 

Sunday, May 30, 2010

Spring Final Review

You will be given two different DBQ's to choose from. Both of which will cover the years 1820 to 1870.

To assist in writing a good DBQ, please read the following:

  1. Read the question -- that is, the prompt -- three times. Remember that in this instance "AP" stands for "address prompt."
  2. Identify the task. State in your own words what you are being asked to write.
  3. Circle or underline the main words, especially words of direction, such as "analyze," "explain," "compare and contrast," "evaluate," and "to what extent."
  4. Briefly list the main events of the historical time period addressed. Use the acronym PERSIA to help you categorize the political, economic, religious, social, intellectual, and artistic aspects of the period. This is outside information that may be included in the essay.
  5. Read each document, noting the source or the title. Briefly write the main point of each document. If the prompt requires you to take one position or another, group the documents on the basis of those positions. 
  6. Use the source or the title when referring to the information in the document. Do NOT use the word "document" in the narrative of your essay. (Writing "Document A says," "Document B says," and so on results in a laundry list of documents instead of an essay.) You may use the word "document" in parentheses as a reference to a specific document at the end of the information you have included from that document. These notes help you organize your use of the documents throughout your essay. Essential note to remember: Students write the essay; documents don't write the essay.


The following is what I posted on Sunday:

Thank you for your patience...

This year's final is going to be completely different from last year's...

First, you'll be required to write a DBQ...

I've just finished grading your DBQ from the Mexican War, and am quite horrified by some of the essays (ie, folks, there's a formula... an intro, followed by at least 3 body paragraphs, and ending with... a conclusion... but I hate to sound disconcerting, however, some of you still do not "get it").

Here's what's going to be required (before we get to the review).

We've written two DBQ's and you will be asked to submit each of these to a portfolio I will submit to Mr. Canning.

For the record, the DBQ's in question include:

1) The one that asked you to debate the relationship between the states and the federal government and over the principles of interposition and nullification... you have that in your possession;

2) The one on the Mexican War I'm giving back to you Tuesday.

Also, I'm going to ask you to respond in short answer to some basic concepts...

  • Causes of conflicts (French and Indian War, Revolution War, War of 1812, Mex & Civil;
  • Causes of Panics (1819, 1836, 1873);
  • Compare and contrasts... Great Awakenings;
  • List reasons why all attempts to reach a compromise in the time-honored why failed in 1860-1861;
  • In defeating the South in the Civil War, identify the severe social, economic and political problems the nation then faced.




More tomorrow!

  • The Industrial Revolution in the US
  • War with Mexico
  • Reconstruction

Thursday, May 13, 2010

Civil War Review

1. In the Treaty of Guadeloupe Hidalgo that ended the war with Mexico, the United States

2. The idea of popular sovereignty was based on the assumption that

3. Which of the following was a feature of the Compromise of 1850?

4. All of the following are accurate statements about the Dred Scott Supreme Court decision of 1857

5. In 1860, the Republican Party attracted large numbers of voters from all of the following constituencies EXCEPT

6. By 1850, free African-Americans generally

7. In 1950, Henry Clay and other senators negotiated a compromise which balanced sectional views on

all of the following EXCEPT

8. Which statement accurately reflects the status of manufacturing by 1860?

9. Between 1800 and 1860, the region with the fastest growing urban population was


10. One of the major reason for the persistent mass violence in the 1830’s and 1840’s was

11. In Democracy in America, Alexis de Tocqueville described the growth of an aristocracy

in the Untied States based on

12. Between 1820 and 1860, the largest number of immigrants to the United States migrated from

13. Which of the following does not apply to the Confederacy?

14. Which person led an abolitionist raid on the federal arsenal at Harper’s Ferry?

15. Which of the following contributed least to the causes of the Civil War?

16. Which of the following does not apply to the Union?

17. The last state to secede from the Union was

18. Of the following, which was NOT a border state?

19. All of the following were true concerning the new weapon, called the rifle, EXCEPT

20. Lincoln’s Emancipation Proclamation had all of the following effects EXCEPT

21. All of the following statements about the Civil War are true except

22. Lincoln’s main concern in fighting the Civil War was

23. African-Americans were used in the armed forces in the Civil War

24. The battle on April 6-7, 1862 at Pittsburgh Landing near the Mississippi-Tennessee border

where Grant was nearly defeated on that first day and General Albert Sidney Johnston was killed is better known as

25. Which of these was not one of the major areas of battle during the Civil War

26. Which was not a problem faced by both Confederates and Federal troops at the start of the war?

27. The West Point graduate and Mexican War who was offered command of all Union forces when the

Civil War erupted was

28. Slavery in the United States was ended by


29. The battle on September 17, 1862, at Sharpsburg, Maryland, which proved to be the

worst single day of the war for both sides is better known as

30. Which of the following was not a true statement describing the South’s economy?


31. In order to win their independence, Southerners would have had to

32. Robert E. Lee’s best general, killed at Chancellorsville by his own men, was

33. The Union commander of a who lead the capture of New Orleans, who joined the navy at age

nine and fought in the War of 1812 was

34. The Union general most responsible for breaking the spirit of the civilian South was


35. The experience at Pittsburg Landing made US Grant realize that Northern victory in the Civil War

36. The fall of New Orleans to the Union was most significant because it


37. The key to control of the Mississippi River, captured by Grant on July 4, 1863, was

38. The financial needs of the United States during the Civil War led to


39. On July 4, 1863, the Confederacy suffered two great defeats when

40. What is most likely the reason that the states of the upper South waited until April 1861 to secede?


Identify:

Mathew Brady 15th Amendment John C. Freemont George McClellan

Thomas J. Jackson Clara Barton Alexander Stephens Andrew Johnson

Thaddeus Stephans William Sumner The Mass 54th Vicksburg